MI Blueprint for Comprehensive Student Recovery

Student Recovery Advisory Council May 2021 Table of Contents 03 04 06 Foreword Acknowledgements The impact of the pandemic on Michigan students 07 08 09 Why Michigan’s How the Blueprint How to use students need a is organized the Blueprint recovery plan 10 11 19 Guiding Wellness Academics Principles

26 28 31 School Climate Family and Community Post Secondary Engagement 35

Policy Recommendations

2 Foreword

Dear School Community Members,

I am so hopeful about the future of Michigan’s public schools.

The past year has been difficult for so many reasons, but we have witnessed acts of heroism amid unimaginable challenges.

The teacher who kept four computers and her cell phone going at all times during the day to ensure she didn’t lose a single student, and then returned home to teach her own children.

The high school student who started a free, virtual tutoring program for younger students in her district.

The community foundations who pooled money to offer young people therapy sessions – regardless of whether or not they had health insurance.

The local health department that established a vaccination clinic in a high school gym on a Saturday morning to provide the first dose of the Pfizer vaccine to every educator in the district.

The team of bilingual parent liaisons, who worked through the summer to ensure that families with students whose primary language is not English, had access to nutritious food.

Again and again, we came together for our kids, our schools, and our communities.

It is for this reason, that as we turn towards comprehensive recovery for every community, school, and student in our great state, I am so hopeful.

On February 4, 2021, I signed Executive Order 2021-02, to create the Student Recovery Advisory Council of Michigan. I tasked the Advisory Council with creating guidance that helps school leaders and educators build a comprehensive, evidence-based, and equity-driven recovery plan that their community trusts.

The most pressing challenges school communities are facing aren’t new, but they have been exacerbated by the pandemic, economic hardship, and social division. That is why I am so proud of the MI Blueprint for Comprehensive Student Recovery that the Advisory Council has created.

The Blueprint won’t solve every problem or mitigate every risk, but it will put us on the path to meeting the academic, mental, social-emotional, and physical needs of all students. And it will provide a framework to provide support and resources for our educators and school staff. To meet the moment, LEAs and labor units will need to work together, and as always, issues subject to collective bargaining should be addressed at the local level.

Perhaps most critically, the Blueprint will help us get back to the unique joy of teaching and learning.

The Advisory Council did its part. Now policymakers must act. There are a number of policy changes that need to be made to accelerate student recovery. We look forward to working closely over the coming weeks and months with our partners in the legislature to ensure that educators, school staff, school leaders, and district administrators have the tools, resources, and flexibility they require to support a comprehensive recovery for all students.

Thank you so much for all you have done, and all you will do as part of our collective recovery.

Governor Gretchen Whitmer 3 Acknowledgements Members of the Student Recovery Advisory Council of Michigan collectively spent thousands of volunteer hours representing the diverse geographic and demographic composition of our state. Members served on behalf of parents, students, school leaders, educators, school counselors, public health officers, pediatricians, mental health experts, and community-based organizations. This Council’s deep knowledge, boundless passion, and commitment to collaborate demonstrated Michigan at its best; united in the common purpose of ensuring all of Michigan’s communities move forward together, on our path to recovery.

Advisory Council Members

Angela M. Blood Starr, of Kalamazoo, Regional School Health Coordinator, Lisa M. Peacock, MSN*, of Traverse City, Health Officer, Health Department Calhoun Intermediate School District of Northwest Michigan

Nicole Britten, M.P.H, of Saint Joseph, Health Officer, Berrien County Health Angelique Peterson-Mayberry*, of Detroit, School Board President, Detroit Department Public Schools Community District

Craig D. Carmoney*, of Sanford, Superintendent, Meridian Public Schools Bill Pink, Ph.D.*, of Ada, President, Grand Rapids Community College

Johanna L. Clark, of Frankenmuth, Principal, Frankenmuth High School Kevin Polston, Ed. S., of Grand Haven, Superintendent, Godfrey-Lee Public Schools, and served as chairperson of the Student Recovery Advisory Mary R. Gebara, M.A, of Okemos,Trustee, Okemos Public Schools Board Council of Michigan of Education and Chairperson of staff outreach for the Okemos Education Foundation Gwendolyn R. Reyes, M.D., of Grand Blanc, Assistant Clinic Director, Hurley Children’s Clinic, Director of the Pediatric Residency Program at the Hurley Dominic A. Gonzales, of Lincoln Park, Student, Detroit Public Schools Children’s Hospital, medical director for the Flint Community Schools Community District Wellness Program, and a clinical assistant professor in the Michigan State University Department of Pediatrics and Human Development David Hecker, Ph.D., of Huntington Woods, President, American Federation of Teachers Michigan Robert Shaner, Ph.D.*, of Shelby Township, Superintendent, Rochester Community Schools Paula J. Herbart, of Lansing, President, Michigan Education Association Anupam Chugh Sidhu, M.Ed.*, of Canton, Instructional Technology Manager, Melissa Isaac, MSA, of Mount Pleasant, Director of Education, Saginaw Wayne RESA and Vice President, Plymouth-Canton School Board Chippewa Indian Tribe of Michigan Erin Skene-Pratt, of Haslett, Interim Network Lead, Michigan After-School Elizabeth S. Koschmann, Ph.D.*, of Ann Arbor, Licensed psychologist, an Partnership Assistant Research Scientist in psychiatry, University of Michigan, and Director, TRAILS program for the University of Michigan Medical School Joshua J. Smith, LPC*, of Spring Arbor, School counselor, Western School District in Parma, a lead facilitator for the Michigan College Access Network, Stephen McNew, Ed.D., of Monroe, Superintendent, Monroe County and a counselor at A Healing Place Intermediate School District Travis Smith, Ed.D., of Marquette, Principal, Marquette Area Public Schools. Victor Michaels, of Saint Clair Shores, Assistant Superintendent of Student Services and Athletics, Archdiocese of Detroit Catholic Schools and director Stephanie M. Sutton, M.P.H, of Commerce Township, Central Clinical of the Catholic High School League Infection Preventionist, Beaumont Health System

Justin S. Michalak, MES, of Grosse Pointe Woods, Assistant Superintendent Gregory Talberg, of Williamston, Teacher, Howell Public Schools and for Special Education, Macomb Intermediate School District Chairperson of the Governor’s Educator Advisory Council

Faye Nelson, J.D., of Grosse Pointe Woods, Director of Michigan programs, Ridgway H. White, of Fenton, President and CEO, Charles Stewart Mott W.K. Kellogg Foundation Foundation

Nicholas J. Paradiso, III, of Grand Rapids, Vice President of Government Kymberli A. Wregglesworth, M.Ed., of Onaway, Teacher, Onaway Area Relations, National Heritage Academies Community Schools

4 Acknowledgements Continued

Representatives of the Michigan Legislature Alejandra Gomez, Education Initiative Coordinator, Urban Neighborhood Tim Raymer, MBA, Adjunct Professor, Grand Valley State University Initiatives Senator Wayne Schmidt, Michigan State Senate, Traverse City Raymont Roberts, Ph.D., Superintendent, Saginaw Public Schools Doug Greer, Ph.D., Director of School Improvement, Ottawa Area Intermediate Senator Dayna Polehanki, Michigan State Senate, Livonia School District Paul Salah, Ph.D., Superintendent, Huron Valley School District

Representative Brad Paquette, Michigan House of Representatives, Niles Brian Gutman, Director of External Relations, Ed Trust-Midwest Kayla Roney Smith, M.S.W., Portfolio Manager, The Ballmer Group

Representative Lori Stone, M.Ed., Michigan House of Representatives, Warren Christine M. Hammond, Ph.D, CEO, Leadership Perspectives, LLC Holly Spencer, Board Member, Elk Rapids Schools

Gwynn Hughes, Senior Program Officer, Education, Charles Stewart Mott Darci Stenfors, Principal, Escanaba High School, Escanaba Public Schools Foundation Additional Contributors Katharine Strunk, Ph.D., Professor of Education Policy and the Clifford E. Erickson Lynda Jackson, Board Member, Wayne Regional Educational Services Agencies Distinguished Chair in Education, and Director of the Education Policy Innovation Riana Elyse Anderson, Ph.D., Assistant Professor, University of Michigan School of Collaboration, Michigan State University Public Health Evilia Jankowski, MSA, BSN, State School Nurse Consultant, Michigan Department of Health and Human Services and Michigan Department of Education Punita Dani Thurman*, Vice President of Program and Strategy, The Skillman Miranda R. Baxa, M.P.H, Graduate Policy Intern, Executive Office of the Governor Foundation Brandy Johnson, MPP, Policy Advisor, Education and Workforce, Executive Office Bette Bigsby, Board Member, Atherton Community Schools of the Governor Shantel VanderGalien, NBCT, Region 3 Michigan Teacher of the Year, Wyoming Public Schools Paul Bodiya, CPA, Chief Financial Officer, Macomb Intermediate School District Kimberly Johnson, Founder, President and CEO, Developing KIDS Janice VanGasse, M.A., Board Member, Norway-Vulcan Area Schools Owen Bondono, Michigan Teacher of the Year, Oak Park Schools Sunil Joy, Data Researcher, Kent Intermediate School District John VanWagoner, Ph.D.*, Superintendent, Traverse City Area Public Schools Maleika Brown, Ed. S., Director of Diversity, Equity, and Inclusion, Grand Rapids Omkar Karthikeyan, M.D.*, Physician, IHA Child Health West Arbor Public Schools Cynthia White McPhaul, Executive Director, Community Education Commission Heidi Kattula, Ed.D.*, Superintendent, East Grand Rapids Public Schools Detroit Nicholas Ceglarek, Ph.D., Superintendent, Bay Area Intermediate School District Carmen Kennedy-Rogers, Ed.D., Senior Program Officer of Education, The Jeff Whittle, Paraprofessional, Macomb Intermediate School District Andrea Cole, MBA, Executive Director and CEO, Ethel and James Flynn Skillman Foundation Foundation Daniel Williams, Ed.D., President, Steelcase Foundation Brian Knetl, Ed.D., Provost & Executive Vice President of Academic and Student Marshall Collins, Instructional Service Specialist, Traverse Bay Area Intermediate Affairs, Grand Rapids Community College Michael Yocum, Ph.D., Assistant Superintendent of Educational Services, Oakland School District Schools Ruth Lahti, Teacher, Houghton High School, Houghton Portage Township Schools J. Wilfred Cwikiel, Ed. S., Superintendent and Principal, Beaver Island Community School Carol Jasperse Lautenbach, Ed.D., Assistant Superintendent, Godfrey-Lee Public Schools Randy Davis, Ed.D.*, Superintendent, Marshall Public Schools Tom Livezey, Superintendent, Oakridge Public Schools Jennifer Dehaemers, M.A., Vice President of Student Recruitment and Retention, Central Michigan University Cathy Longstreet, M.A., Counselor, Hastings High School, Hastings Area Public Schools Mallory Deprekel, MPS, State Director, Communities in Schools Michigan Brittany Merritt, Executive Director, Midwest, Springboard Collaborative Kerry Downs, Director of the Flint Community Education Initiative, Crim Fitness Foundation Carol Paine-McGovern, M.P.H., Executive Director, Kent School Services Network

Thomas Faro, Executive Director, Michigan State Youth Soccer Association, Inc Angela Perez, M.Ed., Elementary ELL Teacher, Muskegon Public Schools

Ryan Fewins-Bliss, M.A.*, Executive Director, Michigan College Access Network Terry K. Peterson, Ph.D, Counselor to Former US Secretary of Education Riley, Riley Institute at Furman University Cindy Gamboa, Director of Community Organizing and Advocacy, Detroit Hispanic Development Corporation Ben Pineda, Teacher, Haslett Middle School, Haslett Public Schools * denotes committee co-chair

5 < The impact of the Student Mental and Physical Health COVID-19 pandemic increased reports of: Covid-19 pandemic • Domestic violence • Child abuse/child neglect • Solitary substance use among adolescents School disruptions may be particularly acute for racial/ethnic minorities on Michigan’s students and low-income students.

Districts, schools, and educators across the state have been working to provide meaningful and high-quality learning experiences for their students. They have established communities in socially distanced classrooms and through computer screens. They have provided food and hope to students and families - and so much more. They should be celebrated and thanked. Student Achievement Despite their best efforts, data confirms that many Michigan preK-12 students have experienced substantial disruptions to their schooling during the 2020-21 academic year and that these disruptions have impacted some students more than others. We now know that the consequences on student well-being based on limited in-person instruction go beyond Estimates suggest that students return to school in fall 2020 with roughly 63-68% of the learning gains in academic disruptions; this is particularly true for the students who are most traditionally under-resourced. To that end, since reading and 37-50% of the learning gains in math relative to a normal year. the onset of the pandemic, there has been an increase in reported domestic violence, child abuse, child neglect, and solitary substance use among adolescents. Aggregate test score declines among Black students were nearly 50% larger than those of their White peers. The Covid-19 pandemic has also highlighted the multifaceted ability of public schools – not only to educate our students, but to keep them mentally and physically healthy. For instance, many children depend on schools for basic physical and mental health care services such as hearing and vision examinations, disability evaluations, immunizations, physical education, and food security. When students are not consistently in school buildings, many of these services fall by the wayside.

These ramifications and associated school disruptions may be particularly acute for students experiencing additional stressors derived from family, including economic hardship or the loss of a loved one, and neighborhood circumstances that contribute to disparities between high and low-income students, as well as between white students and students of color. Impact on Higher Education We now know that the Covid-19 pandemic has disproportionately impacted communities of color in Michigan. African Americans represent nearly 14 percent of the state’s population, yet they represent 40 percent of the deaths from coronavirus. Covid-19 disparities have also appeared by ethnicity. The cumulative Covid-19 case rate per million population FAFSA Testing: among Hispanic and Latino persons in Michigan has been over 70% higher than the rate in White populations. Students Overall completion rates have fallen by 7% since 2019–20, but Title I schools and schools with high bring these experiences from their daily life into the classroom--demanding a proactive response to racial disparities in proportions of minority students declined 15 to 18%. Michigan schools. In Michigan, fall 2020 college enrollment dropped by 4.4% - over five Together, these data affirm that Michigan’s students need times the decrease in fall 2019. comprehensive and holistic support.

Research and data compiled by the Education Policy Innovation Collaborative, Michigan State University

6 Michigan’s students need a comprehensive recovery plan MI Blueprint for Comprehensive Student Recovery is designed to support local education leaders in developing and implementing a comprehensive recovery plan that is multi-year, evidence-based, and equity-driven. Specifically, it will provide a foundation to support the following key activities over the next six to eighteen months:

Determine the comprehensive needs Strengthen relationships and trust Implement structural changes, expand of students and key stakeholders in through authentic and inclusive student supports, and address staffing the school community. planning with all stakeholders. needs to strengthen and sustain evidence- based teaching and learning, while providing the resources that all students’ need to thrive socially, emotionally, physically and mentally.

MI Blueprint for Comprehensive Student Recovery also provides specific recommendations for state-level policymakers to accelerate student recovery now and lay the foundation for significant systems change in the future.

7 How MI Blueprint for Comprehensive Student Recovery is organized

How MI Blueprint for Comprehensive Student Recovery is organized

Section Guidance to develop and implement a Policy recommendations to comprehensive student recovery plan promote a comprehensive student recovery

Pages Pages 11-34 Pages 35-40

• Superintendents • Educators Who is this • State policymakers section for? • Labor organizations • School board members • School leaders

What topics • Wellness • Adequate, equitable funding does this • Academics • Consistent funding section • School Climate • Top talent address? • Family and Community Engagement • Innovation in teaching & learning • Postsecondary • Universal Pre-K

How is this Each topic includes a number of challenges. • Recommendation Each challenge includes: section • Rationale organized? • Root cause • Next steps • Goal • High-leverage actions • Supporting evidence • High-leverage actions in Michigan (where available)

8

How to use MI Blueprint for Comprehensive Student Recovery

MI Blueprint for Comprehensive Student Recovery is designed to be adaptable based on the needs of local communities because each community experienced the pandemic differently. Some districts and schools may choose to follow the Blueprint step by step, while others may decide which sections are most helpful. In some instances, the Blueprints calls for additional resources, including staffing, to implement with fidelity. LEAs and schools should work with their local bargaining units to ensure the current collective bargaining agreements are followed or letters of amendment or memorandum of understanding are developed and executed as appropriate, particularly relative to new or expanded job responsibilities. Nothing in the Blueprint is mandatory.

1. 2. 3. 4. 5. Establish a student recovery Review the Blueprint through the lens Prioritize the most critical Consider how student supports may Engage your stakeholders in committee that is inclusive and of local challenges, opportunities, challenges to address (it is be implemented based on a shared a transparent conversation representative of the diverse evidence, and equitable outcomes not practical to take on every understanding of the Blueprint. It is critical regarding the district’s or school’s stakeholders involved. The with the committee. challenge). to include a staffing plan assessment comprehensive student recovery committee is tasked with drafting to determine the new staff that will be strategy. Be intentional in ensuring and implementing the district’s or needed and the responsibilities that will engagement is representative of school’s comprehensive student need to be redefined and/or expanded your community’s diversity. recovery plan. for existing staff. 6. 7. 8. 9. 10. Finalize your district’s or school’s Build a comprehensive student recovery Share your comprehensive Hire new staff and expand Implement and begin to measure comprehensive student recovery budget using American Rescue Plan student recovery plan and responsibility of existing staff and the short- and long-term plan. (ARP) funds that accounts for a multi- budget with stakeholders. compensate accordingly (e.g., for effectiveness of your comprehensive year recovery. Note the Blueprint summer school and professional student recovery plan. addresses all components that LEAs will learning). have to address in their ARP ESSER plan.

9 Guiding Principles

The Blueprint is based on the following principles. These principles may serve as a starting point for consideration of the core elements of a comprehensive student recovery plan.

The Blueprint must be informed by The Blueprint must safeguard The Blueprint must provide flexibility student voice. the health and safety of students and and encourage adaptation and staff. innovation.

The Blueprint must support a The Blueprint must be embedded The Blueprint must be grounded in multi-year approach to recovery. within an equity framework, with evidence. attention paid to specific student populations.

The Blueprint must ensure educators The Blueprint must prioritize family The Blueprint must take a and school staff have the tools, and community engagement and whole-child/family approach. resources and support they need. partnership to maximize resources.

10 Wellness Healthy students -- physically, mentally and social-emotionally -- are better learners. Covid-19 has accentuated and created new stressors, limitations on physical movement and social activities due to quarantine, and unexpected lifestyle changes leaving our students more vulnerable to physical and mental illness, academic failure, and suicide.

11 Challenge Incomplete knowledge of the comprehensive wellness needs of students and families

Root Cause Staff capacity and wellness data

Goal Supporting Evidence Establish comprehensive knowledge of the students’ Student Screening wellness needs during the first • School Mental Health Collaborative, Best Practices in • FastBridge, SABERS two months of the 2021-2022 Universal Screening • PanoramaEd, Social Emotional Learning Resources school year and continue to • Wisconsin Department of Public Instruction, SEL assess wellness throughout Screening Tools • Aperture Education, DESSA assessment the school year. • Wisconsin Department of Public Instruction, Behavioral • Youth in Mind, Strengths & Difficulties Questionnaire Health Screening Tools • TRAILS, Student Mental Health Screening, A Toolkit • School Health Assessment and Performance Evaluation for Schools During Covid-19 System, SHAPE System

Family Wellness High-Leverage Actions • Edutopia: Family Wellness Surveys

1 2 High-Leverage Actions in Michigan

Conduct universal mental health screenings to Create opportunities for families to access At Detroit Public Schools Community District, school leadership collaborated with TRAILS to develop a universal identify students in need of supports, targeted educational opportunities focused on wellness and student mental health screener. This screening measure was made available to all students in grades 3-12 and services, or referrals. Disaggregate data by to voice wellness needs. was completed by approximately 19,000 students. Students identified as needing follow-up support were linked race/ethnicity, poverty, and zip code to ensure with student support personnel, including over 300 school social workers and counselors that had been trained all groups are served equitably. Comply with all to deliver the TRAILS Coping with COVID-19 curriculum. This curriculum is free and publicly available on the federal privacy laws. TRAILS Website.

12 Challenge Lack of access to a school nurse means missed opportunities to identify, monitor or manage illness, particularly for children with chronic conditions

Root Cause School budget constraints and human capital shortages

Goal Ensure every student has access to a school nurse or nursing services (e.g., shared nurse or telehealth) during the 2021-2022 school year.

High-Leverage Actions

• Leverage funds from the ARP to hire a full-time or shared nurse (for general populations, the minimum suggested ratio is 1:750 per the National Association of School Nurses). • Include nurses in key decisions related to student health. • Maximize and/or create common information systems to facilitate dialogue between school nurses and primary care providers. • Set up telehealth consultations between pediatricians and in-school nursing services to assist with management in areas without ready access to pediatrician support locally. • Partner with local Schools of Nursing to give student nurses robust clinical experiences and to recruit soon-to-be or recent graduates.

Supporting Evidence

• CDC, Health Schools School Health Index • National Association of School Nurses, Framework for 21st Century School Nursing Practice • Michigan Department of Community Health, Healthy Tools for Schools

13 Challenge High rates of unmitigated student mental health challenges, including symptoms of depression, anxiety, traumatic stress, racial trauma, and grief

Root Cause Mental health challenges exacerbated by Covid-19

Goal Student mental health recovery and social-emotional wellness is promoted through evidence-based professional learning and prioritization of the “whole Supporting Evidence child” and districtwide delivery of evidence-based, multi-tiered, culturally- Referrals Multi-tiered Interventions affirming systems of support. • SSIS CoLab • TRAILS, Tier 2 CBT & Mindfulness Model • MHTTC, School Resources Social and Emotional Learning Programs • CDC, Resources for teens High-Leverage Actions • Wisconsin Department of Public Instruction SEL Programs List Trauma-Informed Best Practices • Ensure all staff have access to high-quality professional development opportunities that equip them to support • CASEL, Programs guide student wellness at multiple tiers. • University of Michigan, TIPPS Guide for Schools • CASEL, Implementation guide & One-Pager • Implement coaching and consultation models to increase the impact of educator professional development and • Michigan Department of Education, SEL programs and learning. • National Child Traumatic Stress Network funding • Use disaggregated data to inform student referrals to appropriate wellness services. • Western Michigan University, Children’s Trauma • Michigan, Model Tier 1 Curriculum Assessment Center • Implement evidence-based, culturally-affirming and aligned social and emotional learning programs in all grade • Harmony SEL levels. • MDHHS, Trauma Resources • Implement evidence-based and culturally affirming multi-tiered interventions to support students impacted by • CBITS symptoms of a mental health concern. • Starr Commonwealth • Ensure school staff have access to a library of trauma-informed best practices, including racial trauma. • The National Child Traumatic Stress Network, • Create non-threatening mechanisms for students to seek mental health support or refer a classmate to support Addressing Race and Trauma in the Classroom services.

14 Challenge Diminished wellness visits and missing immunizations among children

Root Cause Disruptions in regular well-child care due to the pandemic

Goal Require or request documentation of immunization status for 2020-2021 and 2021-2022 Kindergarteners by December 31, 2021. Require or request documentation of regular well care for all K-12 students by fall 2022.

High-Leverage Actions

• Develop clarifying guidance regarding up-to-date immunization status prior to students starting school with the local health department. • Identify students who don’t have access to a pediatrician, and partner with local entities to provide access. • Ensure all children are up-to-date with all CDC-recommended immunizations. • Partner with the local health department and community pharmacists to disseminate information and make vaccination opportunities available for students who are eligible. • Collaborate with local health departments and pediatricians to establish and share a list of providers who are accepting new patients. This could include pediatricians willing to travel from other communities. • Engage local pediatricians regularly to offer educational presentations and activities for the broader community. • Collaborate with local health departments and pediatricians to offer mobile health clinics to offer immunizations; well and acute care evaluations; and vision, hearing and dental screenings. Engage telehealth services where pediatrician access is not readily available. • For students who are eligible, provide education about the Covid-19 vaccination. Update based on CDC guidance.

Supporting Evidence

• AAP, Well-Child/Immunization Schedule • Michigan Care Improvement Registry

15 Challenge Decrease in physical activity

Root Cause Increased need for remote learning, likely displacing opportunities for physical activity (e.g. physical education and recess) and inconsistent access to athletics

• Ensure the needs of children with disabilities are being considered and met.

Goal • Create engaging physical activity “homework” opportunities for students/families.

Ensure all students have access to daily • Rethink the norms around time at school, incorporating opportunities for movement. opportunities for physical activity as well as - Engage multiple perspectives in planning free time (i.e. robotics advisors, lunch personnel, academic staff the ability to safely participate in their sport from multiple grade levels, parents and students from different cultural backgrounds). - Incorporate movement in music, theatre/art and other appropriate courses, as appropriate. or physical activity of choice, regardless of school operating status. • Cultivate a culture of health at school that is fun and bold. - Use colorful signs that share reminders about the importance of good health with parents, students, and staff.

High-Leverage Actions Supporting Evidence • TRAILS, Behavioral Activation • Districts should follow guidance from MDHHS and work with their local public health departments including all • University of Michigan, inPACT standard safety protocols related to youth sports using current best practices such as the Michigan High School • Harvard School of Public Health, Schools for Health: Risk Reduction Strategies for Reopening Schools Athletic Association (MHSAA) and Michigan State Youth Soccer Association protocols.

• Ensure recess is accessible to all students. - Avoid withholding recess as a disciplinary consequence. Stagger recess times, or partition playgrounds, so High-Leverage Actions in Michigan distancing is possible if needed during recess or physical education class. • Battle Creek Public Schools offers “Operation Fit” which includes morning movement and lunchtime programs led • Choose outdoor activities during school time whenever possible. by community volunteers to help students increase physical activity, improve nutrition, and create healthy habits.

16 Challenge Uneven distribution of work across school staff and caseload volumes that make delivery of timely, effective mental health and wellness services impossible

Root Cause Insufficient and inequitable distribution of school mental health professionals across districts and limited High-Leverage Actions collaboration with • Implement districtwide multi-tiered systems of support, informed by established state or national models. • Establish a full-time school- or district-level student wellness leader. and access to allied • Learn about and access diverse funding streams to meet recommended staff ratios: community partners. - Counselors (1:250) - Social workers (1:250) - School psychologists (1:600)

• Partner with local mental healthcare providers and allied resources to maximize student and family access to effective services, and allow students to attend virtual healthcare appointments from an appropriate location in Goal school (e.g., private office with a laptop/ipad). Establishment of a school-based, multi-tiered system of support that is adequately equipped and resourced Supporting Evidence to provide equitable, effective student services and engage in • ECS, State funding for school mental health meaningful care coordination with • School Mental Health, Foundations of School Mental Health community-based partners. • MI School Finance Report • Michigan Department of Education, Health Resources & Funding

17 Challenge Educator burnout, low job satisfaction, and high staff turnover

Root Cause Educator, staff, and administrator mental health concerns, including stress, anxiety, depression, grief, vicarious trauma, and burnout exacerbated by the pandemic

Goal

Establish districtwide policies and professional development offerings that acknowledge and are responsive to stressors for staff, build knowledge and skills that promote resilience and wellness, and design systems of support within the school that address educator, staff, and administrators’ mental health and wellbeing.

High-Leverage Actions

• Provide all staff with materials to support their own self-care and wellness, including to complete wellness and burnout assessments. • Schedule professional development events focused on staff wellness and healthy school climates. High-Leverage Actions in Michigan • Engage with staff to find opportunities to promote and practice wellness and self-care. The MESSA Wellness program helps public education employees reduce risk factors for chronic disease, minimize depression and anxiety, and pursue a greater sense of overall health and well-being. There are a number of free wellness tools in addition to the opportunity for school Supporting Evidence employees to work directly with MESSA to create local worksite wellness committees, providing resources and one-on-one support focusing on mindfulness, movement and nutrition. • Opportunity Thrive • Trauma Sensitive Schools, Self-Care Assessment • Professional Quality of Life Scale and Care Wyoming Public Schools partnered with Pine Rest, a local behavioral health provider, to offer • Educator Burnout Assessment • Stanford Medicine, Depression Screener staff free and confidential short-term counseling, referrals, and follow-up services for personal • Brian Bride, Secondary Traumatic Stress Scale • ADAA, Anxiety Screener or work related issues.

18 Academics The pandemic’s impact on student learning varies widely. For some students, the impact has been minor compared to their peers statewide. For others, barriers to learning created significant academic challenges and for some, resulted in complete disengagement from school. The recommendations below are organized based on a system of support to equitably address student’s learning needs, commonly known as the Multi-Tiered System of Supports (MTSS).

19 Challenge Students who receive core instruction (those in Tier 1), but may have gaps due to unfinished academic learning

Root Cause Students’ varying experiences due to High-Leverage Actions the disruption of • Focus on intentionally cultivating high-trust classroom environments and making authentic connections with in-person instruction students in support of their academic wellbeing and access to learning. - Dedicate time at the very beginning of the school year to recognize students’ unique strengths and and associated understand their lives to foster a sense of belonging and build trusting relationships. - Support students in building strong social bonds with their peers to increase student engagement. trauma from the • Engage all students in grade-level content, high-quality, integrated curriculum, and culturally responsive pandemic instruction. - Ensure all students have access to standards-aligned curriculum and instructional materials. - Focus on acceleration strategies that help students gain the knowledge and skills necessary to engage with grade-level material. - Balance the need for students to learn essential skills with growing their motivation and their agency to Goal drive their own learning long-term. By January 2022, engaged, connected, supported students achieving academic growth as - Integrate social and emotional learning (SEL) into instruction that helps students develop their identities, measured by benchmark and formative assessments, and qualitative data collected by build self efficacy, show empathy for others, and forge supportive relationships. - Incorporate culturally responsive pedagogy that builds on the rich assets of students’ lives to build stakeholders (including students and families). Other goals recommended to include: relevancy and increase depth of understanding, and focus instruction on meaningful issues that impact students, families, and communities. • An increase in student engagement, along with equitable access to educational - Include the diversity of languages, identities, cultures, and family practices represented to increase opportunities that build student agency, emphasize critical thinking and problem solving, engagement and cross-cultural learning. and allow students to exercise their creativity and curiosity. - Maintain structures and systems necessary to ensure continuity of instruction in case there’s a need for any students to learn remotely or resume remote learning. • All students experience at least a year’s worth of growth as measured by where they are • Assess every student’s strengths and needs using benchmark and formative assessments paired with teacher academically when they start and end the 2021-2022 school year. Students with identified observations, to establish a baseline and continually monitor progress. needs should have a comprehensive academic plan and robust support. - Develop a suite of balanced assessments at the classroom and district level that foster growth mindset, meaningful feedback, exploration, and demonstration of students’ strengths. - Use formative assessments including screeners, diagnostics, and embedded assessments, to identify students’ ongoing and evolving needs.

20 - Build student ownership over their own learning through one-on-one conferences, reflections and goal- setting sessions about their academic growth.

• Focus instruction on priority standards, emphasizing skills over content and depth over breadth. - Leverage existing resources to identify priority standards for each grade level. - Create dedicated time for teachers to learn and share knowledge about priority standards for their own and other grade levels. - Reorient instruction to students’ learning levels by using formative assessment results.

• Create opportunities to integrate student voice and decision making into learning. Sample student engagement strategies may include, but are not limited to: - Democratic classroom decision making - Student-designed surveys, student-perception surveys and focus groups - Student-led journalism, and - Co-created personalized learning plans

• Provide targeted supports, strategies, and resources for families, such as take-home books to support academic wellbeing at home. - For students in high-poverty schools, providing access to culturally-relevant take-home books is particularly beneficial (note: increasing digital access for all students is a high-leverage action). - Prioritize earlier grades for additional supports. - Offer enrichment activities for students to do at home. - Cultivating trusting relationships between educators and immigrant-origin students can significantly improve their school engagement and outcomes.

• Consider teachers looping from one grade level to the next to keep cohorts of students with the same teacher as they progress between grades. - Looping creates a sense of certainty and consistency, particularly for vulnerable students who have experienced trauma and insecurity. - Looping is most effective when students are placed with more experienced teachers and when parents opt into the decision.

Supporting Evidence

• Wayne RESA, Fostering Recovery • Annenberg Institute, Engaging Parents and Families to • Hanover Research, Planning for Post-Covid-19 Student Support the Recovery of School Districts Engagement • CRE Hub (NYU Metro Center), Culturally Responsive • Annenberg Institute, Broad Based Academic Supports for Education all Students • Edutopia, Culturally Responsive Teaching High-Leverage Actions in Michigan • Center for Reinventing Public Education, Learning As We Go • Zaretta Hammond, Culturally Responsive Teaching During the 2020-2021 school year, the Copper Country Intermediate School District Multi-Tiered Systems of • Learning Policy Institute, Assess What Students Need and The Brain Support (MTSS) team facilitated school-level data reviews using a Return To School Worksheet. After working • Elena Aguilar, Coaching for Equity • CCSSO, Restart & Recovery - Academics through this data-based problem solving model as an ISD team, each district MTSS team then updated and • TNTP, Learning Acceleration Guide • CASEL, Social and Emotional Roadmap for Reopening worked off of their District MTSS Implementation Plan on a monthly basis, keeping track of their goals, action Schools • Achieve the Core, 2020-21 Priority Instructional Content in items, communication, and identifying supports they may need from the ISD or state. In addition, each school English Language Arts and Math - Achieve the Core MTSS team works off of a similar School MTSS Implementation Plan.

21 Challenge Students with significant unfinished academic learning (students in Tiers 2 and 3)

Root Cause The disruption of in-person instruction exacerbated inequities and/or created new barriers to learning High-Leverage Actions • Identify students who are most in need of interventions to be able to access and engage with grade-level content, by using benchmark and formative assessments. - Implement a tiered approach to student learning. A tiered approach prioritizes interventions and supports based on the intensity of need. Goal • For students in need of additional support, offer double dose academic courses and acceleration academies By September 2022, engaged, focusing on priority standards. - Double dose academic courses require students to receive supplementary coursework in a specified connected, supported students subject area (i.e., mathematics), typically from the same teachers. are making academic growth as measured by benchmark • This intervention is not simply about doubling instructional time. Teachers need professional development in how and formative assessments, and to best utilize extra instructional time. qualitative data collected by • Consider other ways to give students access to enrichment opportunities. stakeholders (including students). - Acceleration academies provide students with targeted, small group instruction in a single subject, Other goals recommended include: delivered by select teachers over week-long vacation breaks.

• Students work in homogenous ability groups of around 10-12 students and receive about 25 hours of extra • An increase in student engagement, along with equitable access to educational opportunities instruction.

that build student agency, emphasize critical thinking and problem solving, and allow them to • For students who need more individualized support, provide high-dosage tutoring. High dosage tutoring exercise their creativity and curiosity. requires weekly tutoring sessions provided by volunteers, teachers, or paraprofessionals. High-dosage tutoring should be reserved for those students who are farthest behind, with attention to students with disabilities, • All students experience at least a year’s worth of growth as measured by where they are English Learners, students who are homeless, and other vulnerable groups at-risk of failing. One-to-one tutoring academically when they start and end the 2021-2022 school year. Students with identified has proven to be highly effective, however tutors could work with small groups of up to four students. needs should have a comprehensive academic plan and robust supports. - Ideally high-dosage tutoring should be provided three times a week for a total of 30-50 hours per semester (approximately 10 weeks). Research shows that tutoring can be effective face-to-face or virtually. - To ensure high participation, it is strongly recommended that tutoring sessions occur during the school day, rather than after school.

22 • Assess and update grading policies to be more equitable. High failure rates will not support student engagement, particularly for students who have been disproportionately impacted by the pandemic.

• Offer an extended-day option to provide adequate time for interventions. - Extended-day options could provide students with whole-child enrichment opportunities. Opportunities must be accessible to all students, particularly the most vulnerable. Note that the students most in need likely come from working families whose options may be limited to normal working hours (i.e. 9am-5pm). Coordinated meal planning, and access to childcare and transportation could lessen this burden for families.

- Consider partnerships with high-quality community, faith or civic organizations that support extended-day opportunities.

• Consider adopting a balanced calendar that includes opportunities to extend the school year. A balanced calendar has the same number of school days as a normal calendar, but replaces summer vacation with shorter breaks during the school year. Michigan districts have the option to extend the school year. Short breaks allow districts to provide additional targeted instruction to students. - A balanced calendar can provide additional days during short-breaks for the most at-risk students. However, research suggests that simply adding days - especially ones that are focused on remediation - do not necessarily result in a positive impact on learning.

- Consider shortening the summer with a pre-Labor day start to the school year to reduce the summer slide.

• Select co-teaching models to address student needs, such as station teaching, which is when co-teachers divide instructional content into segments to be delivered at two or more stations in the classroom, particularly for students with disabilities. - Another effective research-based co-teaching model is alternative teaching, in which one teacher teaches a lesson to the majority of the class, while a second teacher pulls a small group for a different lesson.

- Note that research does not support the common model of co-teaching with one teacher and one assistant. Paraprofessionals should be maintained in teaching assistant roles if co-teaching is not implemented.

- Note that co-teaching alone may be insufficient in meeting the needs of students with disabilities.

Supporting Evidence

• Annenberg Institute, Accelerating Student Learning with High Dosage Tutoring • Annenberg Institute, Academic Supports for Students with Disabilities • Annenberg Institute, Supports for English Learners • Annenberg Institute, Broad Based Academic Supports for all Students • The 74, Analysis: High-Quality, High-Dosage Tutoring Can Reduce Learning Loss. • Annenberg Institute, School Practices to Address Student Learning Loss • Joe Feldman, Grading for Equity • National Bureau of Economic Research: Not Too Late: Improving Academic Outcomes Among Adolescents • John Hattie, Influences on Student Achievement

23 Challenge Students who are fully disengaged from school

Root Cause Barriers to attendance caused or exacerbated by disruptions to in-person instruction • Engage in intentional outreach to families and students via text messages, phone calls, and home visits. - Strategy should be coordinated, consistent, and planned, using district staff and volunteers. Be mindful of (i.e., connectivity issues, reaching families whose first language is not English. - Create written scripts to engage in a consistent and intentional strategy. Be mindful that families may feel homelessness, job loss, shame or discomfort when being asked about their student’s absence. Messaging should be asset-based, not deficit-based. mental health, trauma, • Collaborate with community agencies to meet the basic needs of students. Needs may range from financial or housing insecurity to mental wellbeing and physical health. and multiple educational - Assess the availability of evidence-based, wrap-around supports and map resources. Two-way data sharing modalities) for identifying resources is critical for coordination. - Partner with faith-based organizations, community groups and community partners, social-service agencies, civic groups, neighborhood groups, and cultural associations, to ascertain the status of families that have fallen off the radar. Goal • Provide personalized support to help students to re-engage academically and socially and emotionally. Re-engage disengaged students, with particular attention to the most vulnerable students (e.g., - Secure the support of a trusting, caring adult. homeless students, students with disabilities, English Learners, etc.) At the minimum, reestablish - Connect instruction and schoolwork to topics that are meaningful and relevant to students’ lives and interests. - Continually monitor growth and adjust interventions as needed. pre-pandemic attendance policies and measures for enrolled students during the 2021-2022 school year. Supporting Evidence High-Leverage Actions • Attendance Works, Attendance Policy During the Covid-19 Pandemic • Bellwether Education Partners, Missing in the Margins: Estimating the Scale of the Covid-19 Attendance Crisis • Deploy real-time, comprehensive attendance tracking systems to identify disengaged students. • EdWeek, Where are they? Students go Missing in Shift to Remote Classes - Provide clear, consistent definitions for recording absenteeism and attendance by educational modality • Wayne RESA, Fostering Recovery (e.g., in-person, hybrid, remote). • Attendance Works, Attendance Playbook - Pay careful attention to students at-risk of being chronically absent (missing at least ten percent of school • EdWeek, Schools Find Creative Ways to Update Contact Info for Missing Students days per year, roughly two absences per month) through early warning systems. Tracking of chronic absences should occur on a rolling basis throughout the school year. Data should be real-time and • The 74, Families Face Steep Truancy Fines, Contentious Court Battles As Pandemic Creates School Attendance Barriers disaggregated by student subgroups. • National League of Cities, Addressing Student Reengagement in the Time of Covid-19

24 Challenge Providing educators with professional knowledge and training that empowers them to address students’ unfinished learning and disengagement

Root Cause Students returning to school with a wider range of academic needs compared to “normal” school years, with a larger percentage - Cultivate collaborative working conditions that include opportunities for teachers to troubleshoot, problem experiencing unfinished solve, and share knowledge. learning • Provide on-going professional learning opportunities in various forms, such as Professional Learning Communities, that address areas including: - Culturally responsive instruction and equity-based coaching Goal - Priority standards and acceleration strategies - Effective small group and individualized instruction practices By the beginning of the 2021-2022 school year, teachers are equipped with high-quality - Formative assessment best practices professional learning and resources to address students’ academic needs. - Disciplinary/Interdisciplinary literacy, particularly for secondary teachers - Co-teaching and strategies that accelerate learning

High-Leverage Actions Supporting Evidence • Survey teachers to gather input about their professional learning needs. • CCSSO Restart and Recovery

• Create conditions for teachers to communicate within and across grade-level and content teams. • CRE Hub (NYU Metro Center), Culturally Responsive Education - Create time and space for teachers to communicate across grade levels and content areas about • NCPMI Pyramid Model Equity Coaching missed content and students who are struggling.

25 School Climate School climate encompasses the social, emotional, and physical characteristics of a school community. Research shows that school climate and culture have a measurable impact on students’ sense of belonging, access to opportunities, and academic achievement. Students cannot learn where they do not feel safe. The racial disparities seen throughout the Covid-19 pandemic and the systemic cycle of discrimination and injustice must be accounted for in our schools.

26 Challenge - Look at data to intentionally understand differences in perspective by socio-demographic. - The audit should be accompanied by equity-based and culturally-relevant professional development Perpetuation and exacerbation of inequities for staff. • Develop an equity and anti-racism board to lead equity work, organize training events, and establish a district and disproportionalities, reinforcing barriers DEI policy statement. • Provide all staff with high-quality professional development related to implicit bias, systemic racism, and white to educational opportunity for students of privilege. color and other marginalized populations • Implement district wide Restorative Justice practices for staff, students, and community members. • Provide all staff with high-quality professional development related to implicit bias, systemic racism, and white privilege. Root Cause Systemic racism, classism, sexism, and discrimination based on religion

Goal

Sustained, meaningful inquiry should begin before the start of and continue throughout the 2021-2022 school year that leads to the development and implementation of explicit, districtwide practices and policies to create a climate of inclusivity, belonging, and safety for Supporting Evidence all staff and students. School Climate Implicit Bias and Systemic Racism • School Climate Survey (MiMTSS) • Center for Racial Justice, Anti-racist Training for • School Climate Survey (PBIS) Educators • Increasing Student voice • Committee for Children, Racial Equity Through Pedagogy & SEL High-Leverage Actions Assessing Equity • New York Times, Podcast: Nice White Parents • Equity Audit Tools & Resources • Kappa Online, Toward Racial Equity in Schools • Conduct districtwide surveys, -- e.g., School Climate Survey (MiMTSS) School Climate Survey (PBIS) -- on • Equity Rubric school culture and climate, and solicit input from staff, students, and families. - Include items to assess for perceived racism and racial discrimination. • Guidebook: Building Educational Equity Restorative Justice Indicator Systems • NEA, Restorative Practices • Conduct a comprehensive equity audit of local policies and practices with broad participation of local • The Leadership Academy, Equity Audit • WestEd, Restorative Justice in U.S. Schools stakeholders. • MDE Restorative Justice - Employ intentional strategies to gather input from marginalized community populations. • IIRP, Restorative Practices

27 Family and Community Engagement

Research gathered over the past 40 years suggests family engagement is one of the strongest predictors of children’s success in school. Family and community engagement should be a strategy that’s embraced as a critical component of whole-school recovery.

28 Challenge • Build the capacity of school staff to understand the benefits of family engagement and build school-wide and individual practice. Strained school-district-community - Assemble a cross-district team responsible for family and community engagement. - Collaborate with teachers and staff to update or develop a parent handbook that establishes clear relationships as a result of Covid-19 expectations. - Establish and publicize parent visiting hours and guidelines for contacting teachers and encourage teachers to focus on shared experiences. Root Cause - Offer professional learning to help school staff build skills to effectively implement student voice strategies. - Develop a common understanding around the indicators of trust.

Ineffective family • Prioritize inclusion of student voice and build the capacity of students to be actively engaged in school decision engagement, increased stress Supporting Evidence

levels, diminished Engagement social capital • Digital Promise, Innovative Examples of Community Involvement in Schools • Hanover Research, Benefits of Family and Community Engagement • National Association of State Boards of Education, Promoting Student Governance • Harvard GSE, Effective Family Engagement Starts with Trust Goal • Learning Policy Institute, Educating the Whole Child Prior to the start of the 2021 school year, begin to restore Inclusive School Climate and/or build relational trust • National Association of Secondary Principals, Culturally Responsive Schools • GLSEN, Inclusivity for LGBTQIA+ Students

Exclusionary Discipline Practices High-Leverage Actions • ACLU, School to Prison Pipeline • APA, Exclusionary Discipline • Build the capacity of families to become more engaged as partners in their children’s education. • Restorative Justice Partnership - Establish guidelines for regular communications between school and home, such as monthly calls from teachers, home visits, weekly newsletters, etc. and track communications.

- Ensure communications offer actionable information or specific guidance for supporting their child’s High-Leverage Actions in Michigan education. • The Kent School Service Network uses the Community Schools Standards as an evidence-based strategy to - Quality of interactions has been shown to more positively affect outcomes than frequency of promote equity and educational excellence while strengthening families and community. The associated logic interactions. Fewer communications that provide more detail are likely better. model is particularly helpful in documenting activities, outputs, short-term outcomes and long-term outcomes.

- Encourage families to focus on time management and work habits. • Saint Clair County RESA’s Great Start Home Visiting program, works with parents to enhance their child’s - Ensure all local parent communities are represented in decision making. intellectual, language, social, emotional, and physical development from birth to age 5.

29 Challenge • Identify potential resources. - Utilize ARP to expand and improve summer enrichment and comprehensive afterschool; determine which neighborhoods, and rural communities most need the funds and how they could be leveraged to double the Lack of high-quality, accessible community- amount of available programs. - Identify existing community partners, and if few or none exist, conduct outreach to recruit partner services based afterschool and summer programming, from neighboring schools, organizations, intermediaries or statewide organizations. Consider contracting programming needs out to lead evidence-informed community-based providers to provide services in and community schools schools and in nearby neighborhoods.

• Establish indicators and metrics to ensure a high-quality portfolio of opportunities and partnerships for students Root Cause and communities that need them most. • Track student participation, levels of engagement, and utilization rates in comprehensive afterschool, enriching Lack of time, resources, summer, afterschool and out-of-school time, community schools. and funding to build • Consider deploying a full-time Family, Community Engagement and Summer and Afterschool Learning Leader to coordinate all out-of-school time programs on the school level. This will help support the initial and ongoing and coordinate external coordination of partnerships to benefit students and the school community. partnerships that • Establish regular check-ins with partners during the year to identify what is working, and needs to be improved or enhanced to meet the needs of young people. deliver out-of-school- time programs Supporting Evidence

• Afterschool Alliance, Research Goal • National Summer Learning Association Increase the number of students who • Expanding Minds and Opportunities, The Power of Afterschool and Summer Learning for Student Success participate in comprehensive community- • National League of Cities, How Cities Can Support Afterschool Learning Programs During Covid-19 and Beyond based afterschool, enriching summer • Expanded Learning, Evidence of Impact programming, out-of-school time, • Community Schools, Community school standards and guidelines community schools with evidence-based wrap-around services, and more extensive • Children’s Aid Society, resources on how to support and develop a community school school-community-family partnerships. • Mizzen by Mott, vetted afterschool and summer content

High-Leverage Actions in Michigan

• Communities In Schools of Michigan is an evidenced-based model that provides Wrap-Around Services/ High-Leverage Actions Integrated Student Supports and believes that transformative relationships are the key to unlocking a student’s potential. As a result of this work, CIS breaks down immediate and systemic barriers to create and sustain • Conduct a scan of existing needs of students and families that could be addressed by summer enrichment, comprehensive afterschool, and more expansive community collaboration. equitable outcomes. - Determine the urgent needs of families and students in the district and school. - Identify gaps in the school’s current offerings and map them to student needs.

30 Post- Secondary Research suggests that access to jobs that provide economic security also demands attainment of postsecondary credentials. Despite this research, enrollment at postsecondary institutions has decreased significantly since the beginning of the pandemic. High school students from the classes of 2020-2024 may be less likely to pursue postsecondary education.

31 Challenge Access to high-quality postsecondary pathways (e.g., a two-year or four-year college, trade school, career, and/or national service)

Root Cause Inadequate, individualized postsecondary advising to navigate the complex

postsecondary • Ensure all high school seniors have support to complete the FAFSA, preferably by the state’s priority deadline so that students are eligible for financial aid. admissions, financial aid, - Launch a FAFSA completion campaign within the school building and during the school day. - Provide opportunities for students and families to complete the FAFSA in the community and on local and enrollment processes. college campuses.

This may be particularly • Require FAFSA completion as a high school graduation requirement, with opt-out provisions for students with true for students whose special circumstances. parents don’t have a postsecondary education. Supporting Evidence • College Board Research, A Review of the Role of College Counseling, Coaching, and Mentoring on Students’ Postsecondary Outcomes. • University of Pennsylvania, The Role of College Counseling in Shaping College Opportunity: Variations Across Goal High Schools • Preparing for College: Nine Elements of Effective Outreach By the 2022-2023 school year, ensure all high school students have access to comprehensive postsecondary advising beginning in 9th grade and beyond. • MI College Access, School Counselor Training: Foundations of Equity in College and Career Counseling • MI College Access, Webinar Series - Roadmap to Opportunity • AdviseMI High-Leverage Actions High-Leverage Actions in Michigan • Leverage ARP funds to hire additional school counselors.

• Eaton Rapids Public Schools hired a college and career advisor who supports college planning, career • Place college advisors into high schools under the supervision of school counselors. exploration, financial aid & scholarships.

32 Challenge - Increase dual enrollment opportunities and create early middle college programs that allow students to earn college credits while in high school.

Progress toward a certificate or degree on • Increase dual enrollment opportunities and create early middle college programs that allow students to earn college credits while in high school. track and on time • Design and implement intervention programming with postsecondary institutions, such as summer bridge programs, learning academies, or supplemental instruction sessions that are accessible to all students.

• Engage all students in experiences that inspire postsecondary pursuits. Root Cause - Identify essential experiences for high school students and families that lead to connections with postsecondary institutions that inspire postsecondary pursuits, including college visits, open house Unfinished learning, events, and information sessions. structure of remedial - Identify and implement incentives for high school students to engage with postsecondary institutions, including tuition benefits, scholarship information, and connections with employers (internships, courses, costs. apprenticeships, etc.).

• Communicate the need for postsecondary institutions to make adjustments and accommodations, and provide needed resources and support to address the additional and diverse needs of students entering Goal college and universities post-pandemic, especially for students in vulnerable populations.

Create high school to college pathways that ensure students access to credit-bearing coursework immediately, including early college Supporting Evidence credit, better utilizing their financial aid • Kinexus Group • ECS, Rethinking Dual Enrollment to Reach More Students and putting them on track to on-time • Wayne RESA, Workforce graduation. • American Institutes of Research, The Lasting Benefits • Brian An, The Impact of Dual Enrollment on of Early College High Schools Considerations and College Degree Attainment: Do Low-SES Students Recommendations for Policymakers Benefit? • Career Ladders Project, Dual Enrollment Toolkit: • American Institute of Research, Evaluating the Impact A Resource for Community Colleges and School of Early College High Schools District Partners • GBPI, Dual Enrollment Requires Sustainable Funding High-Leverage Actions to Promote High School and College Success

• Create and support online opportunities for students to participate in early college credit activities, expanding the geographic reach of these programs.

• Hire dedicated staffing to support early college credit programs including advising and other success strategies High-Leverage Actions in Michigan for the students participating. • Escanaba Area Public Schools offers a five-year course of study that coordinates high school classes with • End the use of remedial and developmental education where students often get stuck in their postsecondary college classes. The goal is to earn an associate degree, industry certificate, Michigan Early Middle College progression. Association certificate or 60 transferable college credits by the end of the 5th year along with the high school diploma. - Replace remedial/developmental courses with corequisite education and other strategies to ensure students enter college enrolled in credit-bearing coursework

33 Challenge Incomplete or inaccessible information about the variety of postsecondary opportunities and career pathways available

Root Cause Students from families that lack postsecondary experience may be unfamiliar and High-Leverage Actions • Create partnerships between higher education institutions and high schools, Local College Access Networks, and intimidated by community-based organizations to coordinate and plan postsecondary exposure activities. the college-going • Disseminate information about Michigan’s Hot Jobs and postsecondary pathways that lead to local employment opportunities to students and families.

process. Families • Engage Local College Access Networks as centers for information distribution to education, community and business may overestimate the leaders with the goal to create opportunities for students to learn about high demand careers and pathways. • In partnership with local community college, build automatic and guaranteed community college admission cost of college while processes for all high school graduates within a community college district. Send all high school seniors an acceptance letter in the spring stating upon graduation they are eligible for enrollment at their local community underestimating the college. return on investment. Supporting Evidence

• Urban Institute, The Return on Investment for Higher Education • Noel-Levitz, Inc., The Communication Expectations of College-Bound High School Students • American College Application Campaign, 2017 Pre-College and Career Readiness Curriculum for Students and their Families (revised July 2017)

Goal • Michigan Colleges Access Network, Roadmap to Opportunity

Provide students and families with information about postsecondary opportunities and pathways to foster career identity High-Leverage Actions in Michigan

• Cornerstone Schools creates unique learning experiences for its students with top companies from Detroit and around the world.

34 Policy Recommendations to Promote a Comprehensive Student Recovery

We know that we should not return to the same exact system that existed prior to the pandemic. It is naive to think that the entire P-16 system, with hundreds of years of rich history, can be reimagined in five months; we recognize that comprehensive recovery will be a multi-year process. However, in order to be successful, comprehensive recovery planning at the local level must be met with policy action by the state government. As such, we recommend policy actions that, if taken immediately, will accelerate student recovery now and lay the foundation for significant systems change in the future.

We suggest four high-priority policy actions that the state government can act on immediately to enable school districts to implement comprehensive student recovery plans--now and in the years ahead.

35 Recommendation One: Adequate, Equitable Funding

Appropriate all federal relief funds identified to support children and schools and by 2025, enact an education budget that is equitable, adequate and sustainable by establishing a trajectory of funding to implement a weighted foundation allowance and accomplish the staffing recommendations of the School Finance Research Collaborative.

1 2

Funding should establish a base amount The funding formula would support for each student, with weights for students critical staff like social workers, school with additional needs (e.g., English learners, counselors, interventionists, teachers, and special education, low-income). other staff.

Rationale Next Steps School finance systems include numerous components that need to be considered. A base level of funding to support appropriate staffing levels is the foundation of the finance system. Make every effort to incorporate and apply a funding formula similar to the SFRC methodology to the total amount of funding • Despite major strides in Covid-mitigation • It is critical to match staffing with enrollment as available. Increases for a given year for strategies, there are still families who will want closely as possible in an effort to maximize/equalize each school district should be based on their children to continue learning remotely for the appropriate student/teacher ratios. the differential between the district’s prior foreseeable future. Traditional pupil accounting year funding from all sources and the total rules do not provide adequate permission for • Allowing a school to receive funding based on the allocation that would be generated by the districts to provide a fully-remote learning option. higher of current or prior year(s) enrollment, provides SFRC methodology when fully funded. For the for the transition/reduction to occur in a planned/ years that SFRC is not yet fully funded, the • Current and anticipated enrollment serve as the less disruptive manner without financial penalty. entire difference would be prorated based primary basis for future staffing decisions. on available funds. Increases for a given • The necessity for predictability and stability has year for each school district should be based • Because student programming is established prior taken on greater importance with the decline in on the difference between the district’s prior to the start of the school year based on prior year education school graduates and the competitive year funding from all sources and the total and/or anticipated enrollment, it is difficult to alter hiring environment for graduates. This supply and allocation that would be generated by the the scheduling when a decline in enrollment occurs demand situation is creating shortages in many SFRC methodology when fully funded.. Like without causing significant disruption. school districts and especially in specific disciplines with the 2X formula, districts further away from such as special education. This supply and demand their targeted allocation would receive larger disequilibrium may be further exacerbated by: a increases, but all districts should receive no less district’s geographic location and size. than an inflationary increase.

36 Recommendation Two: Consistent Funding

Adopt a pupil accounting model which allows for seat-time flexibility for families that want to continue learning remotely and counts the highest enrollment of the past three years based on the October audited count. (e.g., use the highest enrollment of the current year or multiple prior years as the basis for funding schools).

Rationale

Appropriate all federal relief funds identified to support children and schools and by 2025, enact an education budget that is equitable, adequate and sustainable by establishing a trajectory of funding to implement a weighted foundation allowance and accomplish the staffing recommendations of the School Finance Research Collaborative.

• Despite major strides in Covid-mitigation • Current and anticipated enrollment serve strategies, there are still families who will as the primary basis for future staffing want their children to continue learning decisions. remotely for the foreseeable future. Traditional pupil accounting rules do not • Allowing a school to receive funding based provide adequate permission for districts on the higher of current or prior year(s) to provide a fully-remote learning option. enrollment, provides for the transition/ reduction to occur in a planned/less • It is critical to match staffing with disruptive manner without financial enrollment as closely as possible in an penalty. effort to maximize/equalize appropriate student/teacher ratios. • The necessity for predictability and stability has taken on greater importance with the • Because student programming is decline in education school graduates established prior to the start of the and the competitive hiring environment school year based on prior year and/ for graduates. This supply and demand or anticipated enrollment, it is difficult situation is creating shortages in many to alter the scheduling when a decline school districts and especially in specific in enrollment occurs without causing disciplines such as special education. This significant disruption. supply and demand disequilibrium may Next Steps be further exacerbated by: a district’s geographic location and size. Enact legislation that provides seat-time waivers for districts to have flexibility in delivery options to meet student needs.

37 Recommendation Three: Top Talent Adopt a statewide strategy to attract and retain educators, with intentional focus on educators of color.

Rationale

There is no better in-school strategy to support students’ learning than to place them with a high-quality educator. Those most harmed by the teacher shortage are our students. For students of color, evidence suggests that having diverse teachers can make a significant difference in these students’ lives. At a time when additional support is needed academically, socially, emotionally, and physically, schools and the state must critically think about how to recruit and retain educators. Research confirms that teachers of color can make a significant difference in the lives of all students.

1 2 Next Steps • Create financial incentives for teachers to Teachers of color boost the academic Increasing teacher diversity may improve stay in the profession. Service scholarships performance of students of color. satisfaction for teachers of color and and loan forgiveness provide incentives for decrease turnover. teachers to enter and stay in the profession. Incentives should ensure that high-flying teachers are encouraged to work in the most impoverished communities. In exchange for 3 4 loan forgiveness and service scholarships, teachers would commit to staying in their Students of color can experience social- All demographics of students report school for a minimum number of years. New emotional and nonacademic benefits from having positive perceptions of their dollars from the ARP should be prioritized to having teachers of color, including fewer teachers of color, including feeling cared support implementation of this strategy. unexcused absences and lower likelihood of for and academically challenged. chronic absenteeism and suspension. • Create career ladders and alternative pathways for paraprofessionals and other staff seeking to become teachers.

• Provide resources and technical assistance to local districts, particularly in hard-to-staff communities, to establish a grow your own teacher cadet pipelines with current K-12 school students.

38 Recommendation Four: Innovation in Teaching and Learning Create the conditions for innovation by expanding Innovation Zones.

Rationale

Each community has experienced the pandemic differently and thus requires a different approach to recovery. Innovation zones will provide increased flexibility to waive certain regulations and requirements for schools and systems beginning to plan, design and implement personalized, competency-based models that will be critical to comprehensive student recovery. We know that we can’t go back to the system that pre-existed the pandemic. Innovation Zones are a proven method to empower practitioners to develop and implement new learning models. In a moment to reimagine, we need less compliance enforcement and more support that enable innovative, student-centered learning programs in schools and systems.

Next Steps

• Design an application process for local • Innovation zone applications should districts, a collaboration of local districts, a be developed by a district stakeholder collaboration between local districts and ISD, committee composed of at least fifty percent or a collaboration of a local district and college by district educators, students and members or university to receive flexibility and support of the community. Innovation zones are for developing evidence-based, innovative designed to be in place as long as they are practices. progressing towards, or accomplishing, the stated goals in the application. Innovation • The application will include a waiver for zone programs are not to be considered pilot accountability measures that restrict innovative programs. practices that promote student mastery of a competency of skills. • Create or identify a mechanism for oversight and technical and financial support of innovation zones.

39 Recommendation Five: Universal Preschool Expand access to high-quality preschool for all 3- and 4-year-olds.

Rationale

Learning does not begin at age five – or social interactions (structured and neither should public education. child care environments, Head Start, For our children and state to thrive, a playdates, Early On, etc). K-12 education is no longer enough. Early childhood education, especially Michigan is fortunate to have the Great preschool, is a foundational experience for Start Readiness Program (GSRP) – a young children. Children who participate homegrown, evidence-based preschool in preschool are better prepared for program that leads the nation in quality. kindergarten, more likely to read by Together with federal investments in third grade, and more likely to graduate Head Start, Michigan’s existing GSRP from high school. High-quality pre-k is should be the foundation of a universal particularly important for those children who were toddlers during the pandemic preschool experience for all 3- and – and may have had less access to 4-year-olds, regardless of their family’s enriching, in-person learning opportunities income. Next Steps

• Maintain the quality of Michigan’s proven GSRP by increasing the funding per child.

• Steadily increase access to GSRP until all 4-year-olds are eligible, regardless of income.

• Expand Michigan’s homegrown, evidence-based 3-year-old preschool pilot program to reach all 56 ISDs. Once the program is scaled statewide, steadily increase access until all 3-year-olds are eligible, regardless of income.

• During the state’s move to universal preschool: - Prioritize equitable access, - Ensure the lowest income families are served first, and - Locate programs in community-based child care and school-based settings.

40